Classroom management is one of the many factors in the successful realization of the teaching process. In order to achieve positive teaching outcomes, that is, the satisfactory level of knowledge, it is necessary for teachers to have the competences to attain their intended objectives. Of course, one of the competences should be the ability and the proper selection of strategies for working with students requiring a different approach. This thesis examines the frequency of the classroom management strategies use when teaching pupils with attention problems. Also, the application of these strategies is linked to the pupils' academic success, i.e. whether there are differences in the frequency of their use with regard to the mentioned factor. A total of 152 questionnaires was collected, and the sample consisted of class-teachers and subject teachers who showed willingness to participate in the research concerning children with attention and hyperactivity problems. The area covered included the Split-Dalmatia and Dubrovnik-Neretva counties. Participants filled out a number of questionnaires which was equal to the number of pupils with aforementioned difficulties whom they have taught so far. The questionnaire consisted of 24 particles, each describing a specific factor. This survey yielded three observed factors; award, punishment and positive communication. Following the statistical analysis and the analysis of the obtained results, research has shown the frequency of strategy use, and it has been shown that there are no statistically significant differences in the application of the same strategies in the context of thepupils' academic achievement.